As a learning scientist, I believe that people learn best when they engage with material in ways that matter to them, whether for a desired career path or for a new perspective on something everyday. I recognize the power of relationship building among students and between students and teachers as fundamental to the learning that can take place in the college classroom. Across my teaching, I focus on supporting consequential and collaborative learning by creating experiences in which students can take up identities as teachers, researchers, and critics. I build on apprenticeship and community of practice models, common in the learning sciences, that blur the line between teaching and mentoring. To do so, I support learning by treating students respectfully and honoring their educational dignity.
At Indiana University, I have developed and/or taught a variety of courses. Here are some links to syllabi and reading lists.
- I developed and taught “General Educational Psychology,” a new course geared towards a general audience. The course surveys cognitive, sociocultural, and equity-oriented theories of learning. Students engage in cognitive, cultural, and critical ethnographic research at an out-of-school learning site of their choosing. You can see the syllabus and course calendar from Spring 2019.
- I taught and iteratively refined “Learning: Theory into Practice,” a required course for IU undergraduate pre-service teachers. The course covers a variety of learning theories and applications. It also hones important pedagogical skills through lesson planning, video analysis, and revision of teaching philosophies. You can see the syllabus and course calendar from Spring 2018.
- I was a teaching assistant and researcher with “Assessment in Schools” (instructor: Dr. Dan Hickey), an open online course aimed at post-graduate students, including in-service teachers and administrators. You can learn more about our course efforts in our ICLS paper here.